Building Technology Building Technology Capacity through Assessing Capacity through Assessing

CapabilityCapability

Assessing the Effective Use of Assessing the Effective Use of Technology: Essential ComponentsTechnology: Essential Components

Planning and PoliciesPlanning and Policies Finance and FeasibilityFinance and Feasibility Equipment and InfrastructureEquipment and Infrastructure Applications Applications Maintenance and SupportMaintenance and Support Professional DevelopmentProfessional Development IntegrationIntegration

Technology Planning and Technology Planning and PoliciesPolicies

Four Essential Questions:Four Essential Questions:• Are there technology policies? • Is there a technology plan? • Is the plan being implemented? • Is the plan being evaluated?

Question One: Are there any Question One: Are there any technology policies?technology policies?

Existing, implemented technology policies Existing, implemented technology policies can be a background against which a can be a background against which a technology plan is carried out, or they can technology plan is carried out, or they can be one desired end goal of the be one desired end goal of the implementation of a technology plan. implementation of a technology plan.

Examples of such policies might be:Examples of such policies might be:• Acceptable use policies or policies related to the Acceptable use policies or policies related to the

privacy of student data records. privacy of student data records. • A school or district may also have broader A school or district may also have broader

policies in place that will influence a technology policies in place that will influence a technology plan, such as business policies that could plan, such as business policies that could include requirements for impact analyses, include requirements for impact analyses, financial contingencies, or security safeguards. financial contingencies, or security safeguards.

Question Two: Is there a Question Two: Is there a technology plan?technology plan?

Technology plans are central to technology Technology plans are central to technology deploymentdeployment

They can be tools of reform and guidance, They can be tools of reform and guidance, Hence, they can impact every aspect of technology Hence, they can impact every aspect of technology

infusion in the school or district from dialogue to infusion in the school or district from dialogue to professional development. professional development.

Technology plans undergo review and approval by Technology plans undergo review and approval by many outside groups. many outside groups. • Some are reviewed and approved at the state or even federal Some are reviewed and approved at the state or even federal

levels. The requirement for outside review imposes structure levels. The requirement for outside review imposes structure on a plan—e.g., Categorical Grants, Title I, Program on a plan—e.g., Categorical Grants, Title I, Program ImprovementImprovement

Plans not requiring outside review can be much simpler Plans not requiring outside review can be much simpler and can depend on the initiative of local proponents, and can depend on the initiative of local proponents, such as a superintendent, principal, or teacher such as a superintendent, principal, or teacher • Ex: WASC Action PlanningEx: WASC Action Planning

Question Two (cont’d)Question Two (cont’d)

All technology plans should consider the All technology plans should consider the following issues:following issues:• Long-range funding issuesLong-range funding issues• Focus on instructional and administrative Focus on instructional and administrative

enhancements and goalsenhancements and goals• Identify an implementation phaseIdentify an implementation phase• Coordinating all aspects of technology Coordinating all aspects of technology

integration including professional development integration including professional development or staff trainingor staff training

• Evaluate outcomes relative to student-learning Evaluate outcomes relative to student-learning or school-wide improvement. or school-wide improvement.

Question Two (cont’d)Question Two (cont’d) Pre-planning phase: Pre-planning phase:

• Careful thought is paramount to ensure the Careful thought is paramount to ensure the success of a technology plansuccess of a technology plan

• You must first assess the current-status of You must first assess the current-status of technology technology

Equipment and skillsEquipment and skills• You must also assess current and future needsYou must also assess current and future needs

This provides the plan with direction and credibility. This provides the plan with direction and credibility. • Finally, the planning team needs to be createdFinally, the planning team needs to be created

Participants identified and recruited. Participants identified and recruited. The members of the planning team are the ones who The members of the planning team are the ones who

will bring the plan to life, including solidifying district will bring the plan to life, including solidifying district and community "buy-in" of the plan and finding the and community "buy-in" of the plan and finding the funds to make it happen.funds to make it happen.

Question Two (cont’d)—Components of an Question Two (cont’d)—Components of an Effective Plan—this is important for your Effective Plan—this is important for your

Technology Plan ProjectTechnology Plan Project Vision/goal statements Vision/goal statements Equity issues Equity issues Instructional uses of Instructional uses of

technology technology Student technology Student technology

standards standards Staff technology standards Staff technology standards Integration into core Integration into core

curriculum curriculum Management uses of Management uses of

technology technology Student information Student information

systems systems Infrastructure and support Infrastructure and support

for infrastructure, for infrastructure, • including such facilities-including such facilities-

related needsrelated needs

Capabilities of hardware Capabilities of hardware and software, projections and software, projections of "next generation" of "next generation" capabilities and features capabilities and features

Long-range goals Long-range goals Inventory control issues, Inventory control issues,

• such as maintenance and such as maintenance and replacement cycle replacement cycle

Budget projections and Budget projections and funding sources for initial funding sources for initial installation, hardware, and installation, hardware, and software software

Staff training programs Staff training programs Benchmarking standards Benchmarking standards Quality control Quality control

components components Security planning Security planning

Question Three: Is the Plan being Question Three: Is the Plan being implemented?implemented?

News FlashNews Flash::• Creating a technology plan and getting it Creating a technology plan and getting it

approved and funded are only the beginning. approved and funded are only the beginning. Implementation has its own timeline and Implementation has its own timeline and

benchmarks:benchmarks:• including purchasing equipment and installing, including purchasing equipment and installing,

trainingtraining• AND evaluating each new technology introduced. AND evaluating each new technology introduced. • The technology plan should account for each of The technology plan should account for each of

these components, as well as implementers or these components, as well as implementers or teams responsible teams responsible

Question Three (cont’d)Question Three (cont’d)

Key Indicators to whether the plan is Key Indicators to whether the plan is being implemented:being implemented:• Schedules are met and up-to-dateSchedules are met and up-to-date• Benchmarks are being met. Benchmarks are being met.

These two are critical to the These two are critical to the sustainability of your technology plansustainability of your technology plan• Questions? Comments? Discussion?Questions? Comments? Discussion?

Question Four: Is the Plan Being Question Four: Is the Plan Being Evaluated?Evaluated?

The most important aspect of the technology The most important aspect of the technology plan process is evaluating its results and plan process is evaluating its results and impact. impact. • And Provisions for revising the plan should be a And Provisions for revising the plan should be a

part of its creationpart of its creation In the review cycles that include timelines and regular In the review cycles that include timelines and regular

reporting to stakeholder groupsreporting to stakeholder groups

Do not succumb to FEAR:Do not succumb to FEAR:• Remember that technology as a whole, OR parts of Remember that technology as a whole, OR parts of

the plan that are not implemented as scheduled the plan that are not implemented as scheduled should not be considered failuresshould not be considered failures

Rather, consider the evaluation process as a learning tool Rather, consider the evaluation process as a learning tool

Equipment and Infrastructure Equipment and Infrastructure (cont’d)(cont’d)

Key QuestionsKey Questions

1.1. Is equipment present in instructional Is equipment present in instructional settings? settings?

2.2. Is equipment available for use by students? Is equipment available for use by students?

3.3. Is equipment available for use by teachers? Is equipment available for use by teachers?

4.4. Is equipment available for use by Is equipment available for use by administrators and support staff? administrators and support staff?

5.5. Does the infrastructure have the capacity to Does the infrastructure have the capacity to support the school's technology needs? support the school's technology needs?

Equipment and InfrastructureEquipment and Infrastructure Many questions about technology that schools or Many questions about technology that schools or

districts must answer revolve around the types districts must answer revolve around the types and amounts of equipment and infrastructureand amounts of equipment and infrastructure

Much information can be drawn from a school Much information can be drawn from a school district's inventory systemdistrict's inventory system• If an inventory system is set up with the capacity to If an inventory system is set up with the capacity to

produce useful reports, and maintained routinely produce useful reports, and maintained routinely surveys can be done quicklysurveys can be done quickly

The terms The terms equipment equipment and and infrastructureinfrastructure refer refer to computer hardware and associated to computer hardware and associated communications equipment and cabling, and communications equipment and cabling, and other technology-related equipment regularly other technology-related equipment regularly used in schools used in schools

Question One: Is equipment Question One: Is equipment present in instructional settings? present in instructional settings?

This question deals with the This question deals with the availability of up-to-date equipment, availability of up-to-date equipment, and its supporting infrastructureand its supporting infrastructure

Restriction to Restriction to up-to-date up-to-date or or multimediamultimedia computers addresses computers addresses the issue of whether the installed the issue of whether the installed computer base is appropriate to computer base is appropriate to current usage demandscurrent usage demands

Question One (cont’d)Question One (cont’d)

Key IndicatorsKey Indicators• Computers in instructional settings Computers in instructional settings

Average numbers of up-to-date computers per Average numbers of up-to-date computers per instructional setting, by age grouping of instructional setting, by age grouping of computerscomputers

Percentage of instructional settings with one or Percentage of instructional settings with one or more multimedia computersmore multimedia computers

Average number of multimedia computers per Average number of multimedia computers per instructional setting, by age grouping of instructional setting, by age grouping of computerscomputers

Percentage of instructional settings with one or Percentage of instructional settings with one or more computers connected to the Internet, by more computers connected to the Internet, by type of connection.type of connection.

Question One (cont’d)Question One (cont’d) Key Indicators (cont’d)Key Indicators (cont’d)

• Other technologies in instructional settings Other technologies in instructional settings Availability of communications support for instructional staff: telephone Availability of communications support for instructional staff: telephone

access; voicemail in regular use for instructional support; fax or fax-back access; voicemail in regular use for instructional support; fax or fax-back capabilities in regular usecapabilities in regular use

Availability of two-way videoconferencing capability, or other distance Availability of two-way videoconferencing capability, or other distance education technology, in the school building (by capability type)education technology, in the school building (by capability type)

Percentage of instructional settings with two-way videoconferencing Percentage of instructional settings with two-way videoconferencing capabilitycapability

Regular use of graphing calculators in at least one course in the school Regular use of graphing calculators in at least one course in the school (yes, no)(yes, no)

Percentage of instructional settings with graphing calculators in regular Percentage of instructional settings with graphing calculators in regular useuse

Average number of students per graphing calculator, per instructional Average number of students per graphing calculator, per instructional setting in which graphing calculators are in regular usesetting in which graphing calculators are in regular use

Percentage of instructional settings with dedicated external input devices, Percentage of instructional settings with dedicated external input devices, by type of deviceby type of device

Percentage of instructional settings with broadcast video receiving Percentage of instructional settings with broadcast video receiving equipment (cable-connected monitors), by type of deviceequipment (cable-connected monitors), by type of device

Percentage of instructional settings with projection device, by type of Percentage of instructional settings with projection device, by type of devicedevice

Percentage of instructional settings with dedicated printer.Percentage of instructional settings with dedicated printer.

Question Two: Is equipment Question Two: Is equipment available for use by students? available for use by students?

Note: access to multimedia computers, and to Note: access to multimedia computers, and to computers connected to networks and the computers connected to networks and the Internet, has been addressed in the previous Internet, has been addressed in the previous key question key question

Indicators for the present key question deal Indicators for the present key question deal with student access, both to computers with student access, both to computers generally and to more specialized computer generally and to more specialized computer resources resources

Since access to multimedia computers and to Since access to multimedia computers and to those connected to the Internet can impact those connected to the Internet can impact educational achievement, it may be important educational achievement, it may be important to understand the extent to which such to understand the extent to which such computing resources are computing resources are actuallyactually available available

Question Two (cont’d)Question Two (cont’d) Key Indicator:Key Indicator:

• Computers for use by students Computers for use by students Average number of students per computer in instructional Average number of students per computer in instructional

settingssettings Percentage of students without regular access to computers Percentage of students without regular access to computers

in schoolin school Percentage of students with access to computers only in Percentage of students with access to computers only in

computer laboratories (i.e., outside of regular classroom computer laboratories (i.e., outside of regular classroom setting)setting)

Average number of students per multimedia computer in Average number of students per multimedia computer in instructional settingsinstructional settings

Percentage of students with regular access to multimedia Percentage of students with regular access to multimedia computers in instructional settingscomputers in instructional settings

Average number of students per Internet-connected computer Average number of students per Internet-connected computer in instructional settingsin instructional settings

Percentage of students with regular access to Internet-Percentage of students with regular access to Internet-connected computers in instructional settingsconnected computers in instructional settings

Question Three: Is equipment available Question Three: Is equipment available for use by teachers?for use by teachers?

This question refers to computers reserved for This question refers to computers reserved for the exclusive use of teachersthe exclusive use of teachers• where use is not generally shared with studentswhere use is not generally shared with students

This is an important issue:This is an important issue:• computer-based curriculum planning and instructional computer-based curriculum planning and instructional

management are much more likely to take place if management are much more likely to take place if teachers have dedicated computers exclusively for their teachers have dedicated computers exclusively for their use use

It is also important to know if teachers have It is also important to know if teachers have access to laptop computersaccess to laptop computers• since their work will often be done at home after the since their work will often be done at home after the

school dayschool day• again, though, the reference to computers implies that again, though, the reference to computers implies that

they are up-to-date. they are up-to-date.

Question Three (cont’d)Question Three (cont’d) Key Indicator:Key Indicator:

• Computers for use by teachersComputers for use by teachers Percentage of teaching staff with access to a computer for Percentage of teaching staff with access to a computer for

instructional use, by location of access (at school, at homeinstructional use, by location of access (at school, at home Percentage of teaching staff with their own (dedicated) Percentage of teaching staff with their own (dedicated)

computer at schoolcomputer at school Percentages of teaching staff with their own dedicated Percentages of teaching staff with their own dedicated

computer at school, by computer capabilitiescomputer at school, by computer capabilities Percentages of teaching staff with their own dedicated Percentages of teaching staff with their own dedicated

computer at school, by computer type (desktop, laptop)computer at school, by computer type (desktop, laptop) Teaching staff are allowed to take school-provided Teaching staff are allowed to take school-provided

computers to their homes outside of school hours (yes, no)computers to their homes outside of school hours (yes, no) Percentages of teaching staff with their own dedicated Percentages of teaching staff with their own dedicated

computer at school, by age groupings of computers. computer at school, by age groupings of computers.

Question Four: Is equipment available Question Four: Is equipment available for use by administrators and support for use by administrators and support

staff?staff? Decision support systems call for Decision support systems call for

computerscomputers• School leaders and support staff need School leaders and support staff need

computers to use data management systems computers to use data management systems • This can have great impact on decision This can have great impact on decision

making, improving educational management making, improving educational management and, ultimately, student care and performance and, ultimately, student care and performance

• Common sense/bottom line:Common sense/bottom line: It makes no sense to provide technology to support It makes no sense to provide technology to support

instruction and not for support of school instruction and not for support of school management functionsmanagement functions

Question Four (cont’d)Question Four (cont’d)

Key indicator:Key indicator:• Computers for administrative and support Computers for administrative and support

staff staff Percentage of administrative or support staff with Percentage of administrative or support staff with

a dedicated computera dedicated computer Percentages of administrative or support staff with Percentages of administrative or support staff with

a dedicated computer, by computer capabilitiesa dedicated computer, by computer capabilities Percentages of administrative or support staff with Percentages of administrative or support staff with

a dedicated computer, by age groupings of a dedicated computer, by age groupings of computerscomputers

Percentages of administrative or support staff with Percentages of administrative or support staff with a dedicated computer with Internet access, by a dedicated computer with Internet access, by type of connection. type of connection.

Question Five: Does the infrastructure have Question Five: Does the infrastructure have the capacity to support the school's the capacity to support the school's

technology needs?technology needs? Connection to a school local-area-network Connection to a school local-area-network

(LAN) or, through such a network, to a (LAN) or, through such a network, to a district-wide wide-area-network (WAN) district-wide wide-area-network (WAN) greatly expands what can be done with a greatly expands what can be done with a computer computer

Access to shared resources such as printers Access to shared resources such as printers or shared memory, or to electronic mail, or or shared memory, or to electronic mail, or to specialized instruments or computing to specialized instruments or computing devices, can support collective work and devices, can support collective work and increase the efficient use of resources. increase the efficient use of resources.

Question Five (cont’d)Question Five (cont’d)

Key IndicatorKey Indicator• Capacity of infrastructure Capacity of infrastructure

Percentage of instructional settings with one or more Percentage of instructional settings with one or more computers connected to a networkcomputers connected to a network

Ratio of persons (instructional staff) to dedicated Ratio of persons (instructional staff) to dedicated computers connected to a networkcomputers connected to a network

Ratio of persons (administrative or support staff) to Ratio of persons (administrative or support staff) to dedicated computers connected to a networkdedicated computers connected to a network

Availability of bandwidth to building for access to Availability of bandwidth to building for access to network and external sourcesnetwork and external sources

Availability of bandwidth to desktop(s) for access to Availability of bandwidth to desktop(s) for access to Internet and other online resources.Internet and other online resources.

Technology ApplicationsTechnology Applications Primarily focuses on key questions and indicators to assess Primarily focuses on key questions and indicators to assess

the presence and utilization of instructional and the presence and utilization of instructional and administrative technology applications administrative technology applications

The emphasis is primarily on software, but also includes The emphasis is primarily on software, but also includes other applications that have come to be considered other applications that have come to be considered important to a school's mission important to a school's mission • electronic mail and other communications technologieselectronic mail and other communications technologies• Internet and web access including web pages, access to Internet and web access including web pages, access to

online content, and the capacity to securely transmit online content, and the capacity to securely transmit datadata

• security-related applications. security-related applications. Assessing the presence and utilization of equipment is a Assessing the presence and utilization of equipment is a

necessary part of evaluating the impact of technology in necessary part of evaluating the impact of technology in schoolsschools• A further step in assessment involves the extent to A further step in assessment involves the extent to

which applications important to schools' function are which applications important to schools' function are being run on this equipment is also necessary as wellbeing run on this equipment is also necessary as well

Technology Applications Technology Applications (cont’d)(cont’d)

Key QuestionsKey Questions1.1. Do the school or district's instructional Do the school or district's instructional

applications support teaching and learning applications support teaching and learning standards across the curriculum? standards across the curriculum?

2.2. Is there software support for technology tool Is there software support for technology tool skill development? skill development?

3.3. Does the school/district use technology Does the school/district use technology applications to improve communication? applications to improve communication?

4.4. Does the school/district have appropriate Does the school/district have appropriate software and systems to support primary software and systems to support primary administrative functions? administrative functions?

5.5. Are the applications in use evaluated for Are the applications in use evaluated for effectiveness? effectiveness?

Question One: Do the school or district's instructional Question One: Do the school or district's instructional applications support teaching and learning standards applications support teaching and learning standards

across the curriculum? across the curriculum?

This key question relates to software packages or This key question relates to software packages or applications that directly support teaching and applications that directly support teaching and learninglearning• Software packages such as those that support the Software packages such as those that support the

teaching of reading or writing, or those that relate to teaching of reading or writing, or those that relate to specific mathematics or science skills and knowledgespecific mathematics or science skills and knowledge

There are commercial enterprises that rate There are commercial enterprises that rate software in terms of alignment with state and software in terms of alignment with state and national standards national standards • It is also clearly possible for state or district groups to It is also clearly possible for state or district groups to

rate software packages in terms of their alignment with rate software packages in terms of their alignment with teaching and learning standards teaching and learning standards

Question One (cont’d)Question One (cont’d) Key IndicatorsKey Indicators

• Alignment with teaching and learning standards Alignment with teaching and learning standards Existence and current status of software alignment plan Existence and current status of software alignment plan

• most likely at district or state level; may be for all subjects or most likely at district or state level; may be for all subjects or for a specific curriculum area or grade)for a specific curriculum area or grade)

Alignment rating (for each application)Alignment rating (for each application) Alignment measure (for each standard)Alignment measure (for each standard) Percentage of applications aligned to teaching and learning Percentage of applications aligned to teaching and learning

standardsstandards• Approved instructional applications in regular use Approved instructional applications in regular use

Number of approved instructional applications in regular Number of approved instructional applications in regular useuse

• by subject area, grade, and typeby subject area, grade, and type Number of approved teacher-support instructional Number of approved teacher-support instructional

applications in regular useapplications in regular use• by type.by type.

Question Two: Is there software support for Question Two: Is there software support for

technology tool skill development?technology tool skill development? The basic tool skills that everyone involved in schools-The basic tool skills that everyone involved in schools-

from the principal to the teacher to the student-must from the principal to the teacher to the student-must have in order to be able to use technology range from have in order to be able to use technology range from simple keyboarding to computer programming simple keyboarding to computer programming

While some skills obviously vary in complexity and While some skills obviously vary in complexity and may not be needed until higher education, basic may not be needed until higher education, basic capabilities have become part of a new literacycapabilities have become part of a new literacy• Knowing them is akin to learning how to read in an earlier Knowing them is akin to learning how to read in an earlier

ageage the mark of an educated, competent personthe mark of an educated, competent person

Assessing the extent to which the school technology Assessing the extent to which the school technology offerings teach these tool skills is very important and offerings teach these tool skills is very important and will no doubt become even more so as technology will no doubt become even more so as technology becomes more transparent in the classroom becomes more transparent in the classroom

Question Two (cont’d)Question Two (cont’d)

Key IndicatorKey Indicator• Application support for technology tool Application support for technology tool

skill development skill development Count of applications, by type, in use in Count of applications, by type, in use in

instructional settings in the school or district instructional settings in the school or district that support technology tool skill that support technology tool skill development.development.

Question Three: Does the school/district use Question Three: Does the school/district use technology applications to improve technology applications to improve

communication?communication? There are a number of important There are a number of important

communication functions that schools and communication functions that schools and districts carry out which technology can districts carry out which technology can enable or improve enable or improve • Communication between school staff and parents of Communication between school staff and parents of

students can be supported through class homework students can be supported through class homework assignment web pages or telephone hotlinesassignment web pages or telephone hotlines

• E-mail can support direct parent communication E-mail can support direct parent communication with teachers or the principalwith teachers or the principal

• Communication with the larger community is Communication with the larger community is enabled by school web pages or online school enabled by school web pages or online school "report cards“"report cards“

the latter often become part of real estate agencies' the latter often become part of real estate agencies' electronic brochures for the community electronic brochures for the community

Question Three (cont’d)Question Three (cont’d)

Key IndicatorKey Indicator• Applications for communicationApplications for communication

E-mail type: School or district-wide, non-Internet; E-mail type: School or district-wide, non-Internet; Internet-based; noneInternet-based; none

E-mail: Percentage of teachers with active accountsE-mail: Percentage of teachers with active accounts E-mail: Percentage of students with active accountsE-mail: Percentage of students with active accounts Existence of active district/school web siteExistence of active district/school web site School web site usageSchool web site usage Percentage of classrooms with active web pagesPercentage of classrooms with active web pages Percentage of teachers with active web pagesPercentage of teachers with active web pages Use of Internet telephone ("voice over IP," or voIP) in Use of Internet telephone ("voice over IP," or voIP) in

the school or districtthe school or district

Question Four: Does the school/district have Question Four: Does the school/district have appropriate software and systems to support appropriate software and systems to support

primary administrative functions?primary administrative functions? Although most of the public and policy focus on computing Although most of the public and policy focus on computing

in schools addresses instructional uses, large gains in in schools addresses instructional uses, large gains in efficiency and effectiveness in schools can be made by efficiency and effectiveness in schools can be made by using computers and network systems in administrative using computers and network systems in administrative applications applications

Although such applications are decidedly less glamorous Although such applications are decidedly less glamorous and less likely to be visible or appear reasonable to anxious and less likely to be visible or appear reasonable to anxious parents worried about their children's future, they can play parents worried about their children's future, they can play a critical role in making food services, transportation or a critical role in making food services, transportation or records management work better and in reducing the records management work better and in reducing the management burden on senior administrators so they can management burden on senior administrators so they can maintain their focus on students' educationmaintain their focus on students' education

Administrative software is also essential to the gathering, Administrative software is also essential to the gathering, processing, and transmission of critical education dataprocessing, and transmission of critical education data• Applications at the district level can be integrated into decision Applications at the district level can be integrated into decision

support tools. support tools.

Question Four (cont’d)Question Four (cont’d) Key IndicatorsKey Indicators

• Applications for core administrative activities Applications for core administrative activities Availability of applications to support core administrative Availability of applications to support core administrative

activities, by activity type activities, by activity type • Applications for decision support Applications for decision support

Decision support tools are available to administratorsDecision support tools are available to administrators Decision support tools are available to teachers and Decision support tools are available to teachers and

curriculum groupscurriculum groups Decision support tools are available to parents and the publicDecision support tools are available to parents and the public Availability of decision support tools, by information categoryAvailability of decision support tools, by information category

• Applications for policy support Applications for policy support Availability of applications that support school/district Availability of applications that support school/district

Security and Acceptable Use PoliciesSecurity and Acceptable Use Policies Applications in regular use that support the school/district Applications in regular use that support the school/district

Security and Acceptable Use Policies, by application typeSecurity and Acceptable Use Policies, by application type

Question Five: Are the applications in Question Five: Are the applications in use evaluated for effectiveness?use evaluated for effectiveness?

Standards for educational technology applications Standards for educational technology applications are being developed, with the potential to be are being developed, with the potential to be used for assessment of instructional software and used for assessment of instructional software and applicationsapplications• There are already many databases available that offer There are already many databases available that offer

thousands of reviews of educational technology, thousands of reviews of educational technology, including instructional software including instructional software

The situation is more problematic for evaluation The situation is more problematic for evaluation of administrative software and applicationsof administrative software and applications• Standards for such applications do not exist or at least Standards for such applications do not exist or at least

represent an entirely different framework represent an entirely different framework Schools and districts need to evaluate Schools and districts need to evaluate

administrative software in terms of functional administrative software in terms of functional effectiveness effectiveness

Question Five (cont’d)Question Five (cont’d) Key IndicatorKey Indicator

• Software evaluationSoftware evaluation• Existence of software evaluation planExistence of software evaluation plan• Evaluation ratings by software categoryEvaluation ratings by software category

School districts have evaluation procedures in School districts have evaluation procedures in place that may include reviewing the content of place that may include reviewing the content of software and web sites for alignment with state or software and web sites for alignment with state or local learning standards local learning standards • e.g., accuracy, grade and ability levels, special student e.g., accuracy, grade and ability levels, special student

needs, teacher training requirements needs, teacher training requirements • Resources: EvaluTech Resources: EvaluTech http://www.evalutech.sreb.org • States:States:

Florida Florida http://www.doe.firn.edu/edtech/it/esc.shtml California California http://www.clrn.org/home/

Maintenance and SupportMaintenance and Support Installed technology needs ongoing maintenance Installed technology needs ongoing maintenance

and support, or it will not remain functional for long and support, or it will not remain functional for long As technology has become embedded in the school As technology has become embedded in the school

setting, schools and districts have had to come up setting, schools and districts have had to come up with systems to support it, and have had to create with systems to support it, and have had to create support roles and find people to fill themsupport roles and find people to fill them

It is a challenge to assess the status of maintenance It is a challenge to assess the status of maintenance and support mechanisms and people because the and support mechanisms and people because the alternatives are so varied alternatives are so varied

Current trends in support for technology systems Current trends in support for technology systems include the establishment of more formal technology include the establishment of more formal technology support structures, often using helpdesk software to support structures, often using helpdesk software to track requests for support and responses track requests for support and responses

Maintenance and Support (cont’d)Maintenance and Support (cont’d)

Key QuestionsKey Questions1.1. Are resources and processes in place Are resources and processes in place

to maintain school technology? to maintain school technology?

2.2. Are personnel available to provide Are personnel available to provide technical support? technical support?

Question One: Are resources and Question One: Are resources and processes in place to maintain school processes in place to maintain school

technology?technology? Believe it or not (Believe it or not (), technology has not yet fully ), technology has not yet fully

established itself in the school setting, as it has in many established itself in the school setting, as it has in many business sectorsbusiness sectors• When the network goes down in a school or district, the When the network goes down in a school or district, the

administrators, teachers, and students just wait until it administrators, teachers, and students just wait until it comes back up comes back up

• Consequently, any information lost may not be restoredConsequently, any information lost may not be restored• In the instructional setting, preparing for an outage may In the instructional setting, preparing for an outage may

mean that teachers file printouts as backup materialsmean that teachers file printouts as backup materials The same outage in the business world can cost hundreds The same outage in the business world can cost hundreds

of thousands of dollars in lost salesof thousands of dollars in lost sales• lost instructional time has not been valued in the same lost instructional time has not been valued in the same

way way Yet, as schools rely more and more on the use of Yet, as schools rely more and more on the use of

technology, the loss of time and information is increasingly technology, the loss of time and information is increasingly understood to be expensive and disruptive to the learning understood to be expensive and disruptive to the learning process process

Question One (cont’d)Question One (cont’d)

Key IndicatorsKey Indicators• Reliability of equipment and infrastructure Reliability of equipment and infrastructure

Number of maintenance incidents for current Number of maintenance incidents for current academic year per workstation/server; cause academic year per workstation/server; cause category, locationcategory, location

Average number of hours of downtime for current Average number of hours of downtime for current academic year (per workstation/server, etc.)academic year (per workstation/server, etc.)

Average number of calls to help desk/ tech-support Average number of calls to help desk/ tech-support services, per workstation/server.services, per workstation/server.

Average time elapsed between initial call to help Average time elapsed between initial call to help desk and response call to end userdesk and response call to end user

Average time between initial response call and Average time between initial response call and notification of problem resolution.notification of problem resolution.

Question One (cont’d)Question One (cont’d) Key Indicators (cont’d)Key Indicators (cont’d)

• Preventive maintenance procedures Preventive maintenance procedures Preventive maintenance schedule establishedPreventive maintenance schedule established Preventive maintenance checklist provided for end-Preventive maintenance checklist provided for end-

useruser FAQ access provided (to tech support; to end users)FAQ access provided (to tech support; to end users) Access to technical manuals provided for end usersAccess to technical manuals provided for end users Backup procedures in placeBackup procedures in place Disaster recovery procedures in placeDisaster recovery procedures in place

Update and replacement proceduresUpdate and replacement procedures• Replacement/upgrade schedule established for Replacement/upgrade schedule established for

hardwarehardware• Replacement/upgrade schedule established for Replacement/upgrade schedule established for

software. software.

Question One (cont’d)Question One (cont’d)

Key Indicators (cont’d)Key Indicators (cont’d)• Diagnostic and repair resourcesDiagnostic and repair resources

Help desk support software available Help desk support software available (trouble ticketing, resolution tracking)(trouble ticketing, resolution tracking)

Diagnostic software available (where Diagnostic software available (where appropriate)appropriate)

Appropriate repair instruments/tools Appropriate repair instruments/tools available on school premisesavailable on school premises

Basic replacement parts in stockBasic replacement parts in stock

Question Two: Are personnel available Question Two: Are personnel available to provide technical support?to provide technical support?

As schools commit more funds to the purchase of As schools commit more funds to the purchase of technology, they must also look at the support technology, they must also look at the support needed by the end users of these purchases needed by the end users of these purchases

As schools commit more funds to the purchase of As schools commit more funds to the purchase of technology, they must also look at the support technology, they must also look at the support needed by the end users of these purchases needed by the end users of these purchases

, the only times tech support visits a school is , the only times tech support visits a school is when there is a major infrastructure malfunction when there is a major infrastructure malfunction or new equipment is being installed or new equipment is being installed

Even more rarely can central-office technology Even more rarely can central-office technology support personnel be of assistance in educating support personnel be of assistance in educating users, say, on how a software package works—users, say, on how a software package works—sounds like “situation normal” huh? sounds like “situation normal” huh?

Question Two (cont’d)Question Two (cont’d) Key IndicatorsKey Indicators

• Technical support staffingTechnical support staffing Number of dedicated persons assigned to technical support (at Number of dedicated persons assigned to technical support (at

building, district levels)building, district levels) Percent of FTE hours assigned to technical support (including Percent of FTE hours assigned to technical support (including

dedicated positions) (at building, district levels)dedicated positions) (at building, district levels) Percent of FTE hours assigned to technical support, by primary Percent of FTE hours assigned to technical support, by primary

area of responsibilityarea of responsibility• Source of technical supportSource of technical support

Average hours of technical support at the building level by sourceAverage hours of technical support at the building level by source Average hours of technical support at the district level by source Average hours of technical support at the district level by source

• Technical support workloadTechnical support workload Number of calls handled by FTE position, and by dedicated Number of calls handled by FTE position, and by dedicated

positionspositions Ratio of calls or incidents to FTE support staff hoursRatio of calls or incidents to FTE support staff hours Ratio of technical support staff to numbers of Ratio of technical support staff to numbers of

workstations/serversworkstations/servers Ratio of technical support staff to end usersRatio of technical support staff to end users

Professional DevelopmentProfessional Development Using technology in the school setting requires Using technology in the school setting requires

training training • to develop the knowledge and skills to apply the toolsto develop the knowledge and skills to apply the tools• AND professional development AND professional development

to understand and apply the technology in instruction and to understand and apply the technology in instruction and school managementschool management

Ideally, technological tools should be a seamless Ideally, technological tools should be a seamless part of the school environment, requiring no more part of the school environment, requiring no more prior learning to apply than, say, electricity prior learning to apply than, say, electricity • Teachers and students would use technological tools-or Teachers and students would use technological tools-or

not-in learning situations, depending on whether they not-in learning situations, depending on whether they helped one to learn in that contexthelped one to learn in that context

• If research were required, students would conduct it at If research were required, students would conduct it at the school digital library or at a remote resource as the school digital library or at a remote resource as needed needed

Professional Development (cont’d)Professional Development (cont’d)

But the technological tools available do not fit But the technological tools available do not fit together this seamlessly yet, and teachers and staff together this seamlessly yet, and teachers and staff (and students) need training and professional (and students) need training and professional development in order to make the best use of development in order to make the best use of technology in schools technology in schools

In fact, providing sufficient development and In fact, providing sufficient development and training to give staff skills and confidence in the use training to give staff skills and confidence in the use of technology is widely viewed as an ongoing of technology is widely viewed as an ongoing challenge to schoolschallenge to schools

Calls have repeatedly been made to increase Calls have repeatedly been made to increase funding for professional developmentfunding for professional development• the recently reauthorized Elementary and Secondary the recently reauthorized Elementary and Secondary

Education Act (NCLB) has included in its support for Education Act (NCLB) has included in its support for technology the requirement that 25 percent of the funds technology the requirement that 25 percent of the funds be devoted to training and professional developmentbe devoted to training and professional development

Professional DevelopmentProfessional Development

Key QuestionsKey Questions1.1. What technology-related training What technology-related training

and/or professional development do and/or professional development do staff receive? staff receive?

2.2. What are the goals, methods, What are the goals, methods, incentives, and content of technology-incentives, and content of technology-related training and/or professional related training and/or professional development for staff? development for staff?

3.3. How are training and/or professional How are training and/or professional development for staff evaluated? development for staff evaluated?

Question One: What technology-related Question One: What technology-related training and/or professional development do training and/or professional development do

staff receive?staff receive? This key question and its indicators relate to tracking hours and This key question and its indicators relate to tracking hours and

participation percentages for recordkeeping purposes participation percentages for recordkeeping purposes In addition, there are guidelines available to technology planners In addition, there are guidelines available to technology planners

and administrators, providing ideas on what professional and administrators, providing ideas on what professional development for technology use should encompass development for technology use should encompass • a connection to student learninga connection to student learning• hands-on technology use; variety in learning experiences; hands-on technology use; variety in learning experiences;

curriculum-specific applications; curriculum-specific applications; • new roles for teachersnew roles for teachers• collegial approaches to learningcollegial approaches to learning• active participation of teachersactive participation of teachers• ongoing processongoing process• sufficient timesufficient time• technical assistance and supporttechnical assistance and support• administrative supportadministrative support• adequate resources and continuous fundingadequate resources and continuous funding• built-in evaluation built-in evaluation

Question One (cont’d)Question One (cont’d) Key IndicatorsKey Indicators

• Technology-related training and/or professional Technology-related training and/or professional development for instructional staff development for instructional staff

Total hours of professional development received by Total hours of professional development received by instructional staff in the most recent academic year, instructional staff in the most recent academic year, per instructional staff FTEper instructional staff FTE

Hours of technology-related professional development Hours of technology-related professional development received by instructional staff in the most recent received by instructional staff in the most recent academic year, per instructional staff FTEacademic year, per instructional staff FTE

Percentage of hours of technology-related Percentage of hours of technology-related professional development to total hours of professional development to total hours of professional development received by instructional professional development received by instructional staffstaff

Percentage of instructional staff with at least the Percentage of instructional staff with at least the minimum district or state-required hours of minimum district or state-required hours of technology-related professional development in the technology-related professional development in the most recent academic yearmost recent academic year

Question One (cont’d)Question One (cont’d) Key Indicators (cont’d)Key Indicators (cont’d)

• Technology-related training and/or professional Technology-related training and/or professional development for administrative and support staffdevelopment for administrative and support staff

Hours of professional development received by Hours of professional development received by administrative and support staff in the most recent academic administrative and support staff in the most recent academic year, per administrative and support staff FTEyear, per administrative and support staff FTE

Hours of technology-related professional development Hours of technology-related professional development received by administrative and support staff in the most received by administrative and support staff in the most recent academic year, per administrative and support staff recent academic year, per administrative and support staff FTEFTE

Estimated percentage of hours of technology-related Estimated percentage of hours of technology-related professional development of total hours of professional professional development of total hours of professional development received by administrative and support staffdevelopment received by administrative and support staff

Percentage of administrative and support staff with at least Percentage of administrative and support staff with at least the minimum district or state-required hours of technology-the minimum district or state-required hours of technology-related professional development received in the most related professional development received in the most recent academic year.recent academic year.

Question Two: What are the goals, methods, Question Two: What are the goals, methods, incentives, and content of technology-related incentives, and content of technology-related

training and/or professional development for staff?training and/or professional development for staff? The methods and content of technology-The methods and content of technology-

related professional development are related professional development are changing as quickly as technology itself changing as quickly as technology itself

Still, guidelines exist for goals in the form of Still, guidelines exist for goals in the form of technological proficiency levels found in technological proficiency levels found in standards such as ISTE's NETS for Teachers standards such as ISTE's NETS for Teachers and the Technology Standards for School and the Technology Standards for School Administrators (see syllabus for assessment Administrators (see syllabus for assessment website)website)

A goal statement should also be set forth in A goal statement should also be set forth in the professional development portion of a the professional development portion of a district's technology plan district's technology plan

Question Two (cont’d)Question Two (cont’d) Key IndicatorsKey Indicators

• Goals and content of technology-related professional Goals and content of technology-related professional development for instructional staff development for instructional staff

Existence of a written goal statement for technology-Existence of a written goal statement for technology-related training/professional development for instructional related training/professional development for instructional staffstaff

Technology-related content areas covered in training Technology-related content areas covered in training and/or professional development for instructional staff in and/or professional development for instructional staff in the past academic yearthe past academic year

• Methods and incentives of technology-related Methods and incentives of technology-related professional development for instructional staff professional development for instructional staff

Delivery means used for technology-related training and/or Delivery means used for technology-related training and/or professional development for instructional staffprofessional development for instructional staff

Percentage of total hours of technology-related professional Percentage of total hours of technology-related professional development provided to instructional staff through various development provided to instructional staff through various meansmeans

Incentives provided for technology-related professional Incentives provided for technology-related professional development to instructional staff.development to instructional staff.

Question Two (cont’d)Question Two (cont’d) Key Indicators (cont’d)Key Indicators (cont’d)

• Goals and content of technology-related professional Goals and content of technology-related professional development for administrative and support staffdevelopment for administrative and support staff

Is there a written goal statement for technology-related Is there a written goal statement for technology-related professional development for administrative and support professional development for administrative and support staff?staff?

Technology-related content areas covered in professional Technology-related content areas covered in professional development for administrative and support staff in the past development for administrative and support staff in the past academic yearacademic year

• Methods and incentives of technology-related professional Methods and incentives of technology-related professional development for administrative and support staffdevelopment for administrative and support staff

Delivery means for technology-related professional Delivery means for technology-related professional development for administrative and support staffdevelopment for administrative and support staff

Percentage of total hours of technology-related professional Percentage of total hours of technology-related professional development provided to administrative and support staff development provided to administrative and support staff through various meansthrough various means

Incentives provided for technology-related professional Incentives provided for technology-related professional development to administrative and support staffdevelopment to administrative and support staff

Question Three: How are training and/or Question Three: How are training and/or professional development for staff professional development for staff

evaluated?evaluated? Whether and how schools and districts assess Whether and how schools and districts assess

professional development offerings is an important professional development offerings is an important indication of the seriousness with which staff indication of the seriousness with which staff development is considered development is considered

Assessment must, however, go beyond a minimal Assessment must, however, go beyond a minimal "head count" approach, in which attendance lists or "head count" approach, in which attendance lists or sign-in sheets are used as evidence of program sign-in sheets are used as evidence of program success success

Tailoring evaluation methods to professional Tailoring evaluation methods to professional development programs makes sense-data on how development programs makes sense-data on how teachers and administrators progress and how they teachers and administrators progress and how they are using new technologies to promote student are using new technologies to promote student achievement give great insight into what achievement give great insight into what technology is doing for schools technology is doing for schools

Question Three (cont’d)Question Three (cont’d) Key IndicatorsKey Indicators

• Training in evaluating instructional staffTraining in evaluating instructional staff Administrators, technology coordinators or curriculum Administrators, technology coordinators or curriculum

supervisors/department heads receive training in supervisors/department heads receive training in evaluating instructional staff technology proficiency or evaluating instructional staff technology proficiency or extent of integration of technology into the curriculumextent of integration of technology into the curriculum

Existence of evaluation criteria for effects of training Existence of evaluation criteria for effects of training and/or professional development for instructional staffand/or professional development for instructional staff

• Training in evaluating administrative and Training in evaluating administrative and support staffsupport staff

Administrators or technology coordinators receive Administrators or technology coordinators receive training in evaluating administrative and support staff training in evaluating administrative and support staff technology proficiencytechnology proficiency

Existence of evaluation criteria for effects of training Existence of evaluation criteria for effects of training and/or professional development for administrative and/or professional development for administrative and support staffand support staff

Technology IntegrationTechnology Integration Infusing a school with technology can be a Infusing a school with technology can be a

transforming experiencetransforming experience• the potential exists to change almost every aspect of the potential exists to change almost every aspect of

school operations, and much of teaching and learningschool operations, and much of teaching and learning• Applications of technology in practice are examined Applications of technology in practice are examined

through key questions, indicators, and measures for through key questions, indicators, and measures for technology integration in the school settingtechnology integration in the school setting

There are a number of reasons to track the There are a number of reasons to track the effectiveness of technology integrationeffectiveness of technology integration• The integration of technology into a school is in many The integration of technology into a school is in many

ways like its integration into any business setting-ways like its integration into any business setting-technology is a tool to improve productivity and practice technology is a tool to improve productivity and practice

• Measures need to be available to assess effectiveness, Measures need to be available to assess effectiveness, and yet some of the most significant effects can be and yet some of the most significant effects can be difficult to measure difficult to measure

Technology Integration (cont’d)Technology Integration (cont’d) For administrative tasks, technology can improve For administrative tasks, technology can improve

worker productivity by removing repetitive aspects of worker productivity by removing repetitive aspects of complex tasks or improving system communicationcomplex tasks or improving system communication

Technology integration in the classroom also has the Technology integration in the classroom also has the potential to support important educational goals potential to support important educational goals

Technology helps change teacher-student relationshipsTechnology helps change teacher-student relationships• encourages project-based learning stylesencourages project-based learning styles• supports the acquisition of skills such as "higher order supports the acquisition of skills such as "higher order

thinking," analysis, and problem solving thinking," analysis, and problem solving The most important reason for measuring is the The most important reason for measuring is the

understanding that the impact of technology on understanding that the impact of technology on schools is dependent upon how successfully technology schools is dependent upon how successfully technology is integrated is integrated

Technology IntegrationTechnology Integration Key QuestionsKey Questions

1.1. Are teachers proficient in the use of technology in the Are teachers proficient in the use of technology in the teaching/learning environment? teaching/learning environment?

2.2. Are students proficient in the use of technology in the Are students proficient in the use of technology in the teaching/learning environment? teaching/learning environment?

3.3. Are administrators and support staff proficient in the Are administrators and support staff proficient in the use of technology in support of school management? use of technology in support of school management?

4.4. Is technology integrated into the teaching/learning Is technology integrated into the teaching/learning environment? environment?

5.5. Are technology proficiencies and measures incorporated Are technology proficiencies and measures incorporated into teaching and learning standards? into teaching and learning standards?

6.6. Are technology proficiencies and measures incorporated Are technology proficiencies and measures incorporated into student assessment?into student assessment?

7.7. Is technology incorporated into administrative Is technology incorporated into administrative processes? processes?

8.8. Is technology proficiency integrated into the evaluation Is technology proficiency integrated into the evaluation of instructional and administrative staff? of instructional and administrative staff?

Question One: Are teachers proficient in the Question One: Are teachers proficient in the use of technology in the teaching/learning use of technology in the teaching/learning

environment?environment? The best indicator to measure proficiency is some form The best indicator to measure proficiency is some form

of performance measure based on clear and reasonable of performance measure based on clear and reasonable criteriacriteria

Two efforts are presented that address, respectively, Two efforts are presented that address, respectively, the criteria to be employed and the measurement the criteria to be employed and the measurement approach approach • The first is the national standards established by the The first is the national standards established by the

International Society for Technology in Education (ISTE), the International Society for Technology in Education (ISTE), the Standards for Basic Endorsement in Educational Computing and Standards for Basic Endorsement in Educational Computing and Technology LiteracyTechnology Literacy

These standards specify a desired performance profile for These standards specify a desired performance profile for technology-literate teachers technology-literate teachers

• The second approach comes from Fairfax County Public Schools The second approach comes from Fairfax County Public Schools (FCPS) of Virginia. They have determined eight teacher (FCPS) of Virginia. They have determined eight teacher technology competencies, divided into two competency skill technology competencies, divided into two competency skill areas: operational (standards 1-4) and integration (standards 5-areas: operational (standards 1-4) and integration (standards 5-8) 8)

Question One (cont’d)Question One (cont’d) Fairfax County Public Schools (VA) Standards:Fairfax County Public Schools (VA) Standards:

Operational StandardsOperational Standards Instructional personnel shall be able to: Instructional personnel shall be able to: • Demonstrate effective use of a computer system and utilize computer Demonstrate effective use of a computer system and utilize computer

software. software. • Apply knowledge of terms associated with educational computing and Apply knowledge of terms associated with educational computing and

technology. technology. • Apply computer productivity tools for professional use. Apply computer productivity tools for professional use. • Use electronic technologies to access and exchange information. Use electronic technologies to access and exchange information.

Integration StandardsIntegration Standards Instructional personnel shall be able to: Instructional personnel shall be able to: • Identify, locate, evaluate, and use appropriate instructional hardware and Identify, locate, evaluate, and use appropriate instructional hardware and

software to support the Virginia Standards of Learning and other instructional software to support the Virginia Standards of Learning and other instructional objectives. objectives.

• Use educational technologies for data collection, information management, Use educational technologies for data collection, information management, problem solving, decision making, communication, and presentation within problem solving, decision making, communication, and presentation within the curriculum. the curriculum.

• Plan and implement lessons and strategies that integrate technology to meet Plan and implement lessons and strategies that integrate technology to meet the diverse need of learners in a variety of educational settings. the diverse need of learners in a variety of educational settings.

• Demonstrate knowledge of ethical and legal issue relating to the use of Demonstrate knowledge of ethical and legal issue relating to the use of technologytechnology

Question One (Cont’d)Question One (Cont’d)

Key IndicatorKey Indicator• Extent of teacher user skills, fit to Extent of teacher user skills, fit to

performance profile performance profile Percentage of teachers achieving acceptable Percentage of teachers achieving acceptable

performance performance on standards-based performance profiles. on standards-based performance profiles.

Question One (cont’d)Question One (cont’d) SAMPLE REQUIREMENT, ISTE STANDARDS FOR BASIC ENDORSEMENT SAMPLE REQUIREMENT, ISTE STANDARDS FOR BASIC ENDORSEMENT

IN EDUCATIONAL COMPUTING AND TECHNOLOGY LITERACY IN EDUCATIONAL COMPUTING AND TECHNOLOGY LITERACY • 1.0 Prerequisite Preparation – Foundations1.0 Prerequisite Preparation – Foundations• 1.1Basic Computer/Technology Operations and Concepts 1.1Basic Computer/Technology Operations and Concepts

Candidates will use computer systems - to run software; to access, Candidates will use computer systems - to run software; to access, generate, and manipulate data; and to publish results...generate, and manipulate data; and to publish results...

• 1.2Personal and Professional Use of Technology 1.2Personal and Professional Use of Technology • 1.3Application of Technology in Instruction 1.3Application of Technology in Instruction • 2.0Specialty Content Preparation in Educational Computing and 2.0Specialty Content Preparation in Educational Computing and

Technology Literacy Technology Literacy • 2.1Social, Ethical, and Human Issues 2.1Social, Ethical, and Human Issues • 2.2 Productivity Tools Candidates integrate advanced features of 2.2 Productivity Tools Candidates integrate advanced features of

technology-based productivity tools to support instructiontechnology-based productivity tools to support instruction• 2.3Telecommunications and Information Access 2.3Telecommunications and Information Access • 2.4Research, Problem Solving, and Product Development 2.4Research, Problem Solving, and Product Development • 3.0Professional Preparation 3.0Professional Preparation • 3.1Teaching Methodology 3.1Teaching Methodology • 3.2Hardware and Software Selection, Installation, and 3.2Hardware and Software Selection, Installation, and

MaintenanceMaintenance